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NURS 6247: Role Development for the Nurse Practitioner Essay Assignments
NURS 6247: Role Development for the Nurse Practitioner Essay Assignments
NURS 6247: Role Development for the Nurse Practitioner Essay Assignments
The University of Texas Rio Grande Valley
Master of Science in Nursing Program
COURSE SYLLABUS
Summer 2016
NURS 6247: Role Development for the Nurse Practitioner
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THE UNIVERSITY OF TEXAS Rio Grande Valley
Department of Health Affairs-School of Nursing
Summer 2016
www.utrgv.edu/nursing | 956-665-3491
Course Title: Role Development for the Nurse Practitioner
Course Number: NURS 6247
Course Description: This course focuses on the five roles of the advanced practice nurse. Incorporated are
concepts of professional development, scope of practice, peer review, legal and ethical
parameters of practice, business management, and models of practice. Theoretical
concepts related to role theory, change theory, empowerment and socialization are
included.
Course Credit: Two semester credit hours including 45 hours of clinical
Prerequisite: NURS 6310
Location/Time: Online (10 weeks beginning June 6 and ending August 12)
Faculty: B. Bautista DNP, APRN, FNP-BC, CCD, CDE
Office: HSHS-East 2.225
Office telephone: 956-665-3497
Department Phone: 956-665-3491
beatriz.bautista@utrgv.edu PREFERRED CONTACT
Course Objectives:
Upon completion of the course, the student will have been given the opportunity to:
1. Critically evaluate the roles of the nurse practitioner as a member and leader of the interprofessional healthcare
team
2. Analyze the impact of social, economic, political, ethical, legal, and research issues on the role of the nurse
practitioner.
3. Compare and contrast different models of nurse practitioner practice in establishing therapeutic relationships to
negotiate patient-centered, culturally appropriate, evidence-based goals.
4. Utilize standards of practice, legal guidelines, and research findings in protocol development as the foundation for
practice.
5. Explicate principles of marketing and negotiation strategies designed to promote acceptance of the NP role by
colleagues, consumers, and policy makers.
6. Integrate an evolving personal philosophy of nursing and healthcare into one’s nursing practice.
Course Content:
The focus will be on the theory and application of the multiple roles of the nurse practitioner as a health care provider,
consultant, educator, administrator, and researcher.
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Evaluation Methods***:
Learning Team Presentation PowerPoint & Paper (2/Team) 20%
Discussion Board Course Participation 15%
EBP Protocol Development (2/Team) 20%
Personal Portfolio 25%
Clinical Assignment 20%
TOTAL 100%
*** Late work which does not have prior faculty approval will not be accepted. A grade of zero will be given for
the assignment. ***
MSN Program Grading Scale:
A 90 – 100
B 80 – 89
C 75 – 79
F <75
This is a clinical course, therefore, in order to pass the course the student must earn a grade of at least 80%.
If the student feels that he/she is unable to meet the attendance or course requirements, it will be their responsibility to
communicate this to Dr. Bautista in a timely manner; and should this situation arise, the course must be dropped on or by
the designated drop date set by the university.
Required Text:
Buppert, C. (2015). Nurse practitioner’s business practice and legal guide. (5
th ed.). Burlington, MA: Jones and Bartlett
Learning.
Collins-Bride,G.M., Saxe, J.M., Duderstadt, K.G. & Kaplan, R. (2017). Clinical guidelines for advanced practice
nursing: An interprofessional approach. (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
DeNisco, S.M. & Barker, A.M. (2016). Advanced practice nursing: Essential knowledge for the profession. (3rd ed.).
Burlington, MA: Jones and Bartlett Learning.
Recommended Texts:
Buppert, C. (2005). The primary care providers guide to compensation and quality: How to get paid and not get sued.
Maryland: Jones and Bartlett Publishers, Inc.
Cash, J.C. (2014). Family practice guidelines. (3rd ed.). New York, NY: Springer Publishing Company, LLC.
Stewart, J.G. (2015). Role development for the nurse practitioner, (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Woolbert & Ziegler, B. (2010). A guide for APRN practice in Texas. (3rd ed.). Austin, Tx: Coalition for Nurses in
Advanced Practice, Texas Nurse Practitioners.
Required Reading:
American Association of Nurse Practitioners “Standards of Practice”
http://www.aanp.org/images/documents/publications/standardsofpractice.pdf
AANP NP Contract Sample:
http://www.aanp.org/images/documents/publications/ContractNegotiations.pdf
AANP NP Brochure:
http://www.aanp.org/publications/np-brochure
BON Rule 221 for APRNs available at: http://www.bne.state.tx.us/applications_definitions_application_check.asp
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Board of Nursing Advanced Practice education (Read only section on advanced practice education)
http://www.sos.state.tx.us/texreg/review/2011/Plan388-3.html
Consensus Model for APRN Regulation available at: http://www.aacn.nche.edu/membership/membersonly/presentations/2013/13spring/Cahill.pdf
http://onlinelibrary.wiley.com/doi/10.1111/j.1745-7599.2013.00812.x/pdf
“2013 Nurse Practitioner Core Competencies” available at:
http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/populationfocusnpcomps2013.pdf?hhSearchTer
ms=%22competencies%22
The following link has some important NP position papers:
http://www.aanp.org/AANPCMS2/Publications/PositionStatementsPapers/
Clinical outcomes: the yardstick of educational effectiveness
DNP Discussion Paper
NP Cost-Effectiveness
Standards of NP Practice
Scope of NP Practice
NP Curriculum
Standards for NP Practice in Retailed-based Clinics
Quality of NP Practice
NP Prescriptive Privilege
Use of terms such as Mid-Level Provider and Physician-Extender
NPs in Primary Care
The IOM reports “The Future of Nursing: Leading Change, Advancing Health” available at:
http://www.thefutureofnursing.org/sites/default/files/Future%20of%20Nursing%20Report_0.pdf
Robert Wood Johnson (RWJ) series I and II “Charting Nurses Future” available via these links:
http://www.rwjf.org/files/research/cnf201108.pdf
http://www.rwjf.org/files/research/cnf20111116.pdf
American Association of Colleges of Nursing DNP position:
http://www.aacn.nche.edu/DNP/index.htm
Online Resources for NP Practice:
American Association of Nurse Anesthetists: http://www.aana.com
American Association of Nurse Practitioners: http://www.aanp.org
American College of Nurse Midwives: http://www.acnm.org/
American Nurses Credentialing Center: http://www.nursecredentialing.org/
Association of Women’s Health, Obstetric and Neonatal Nurses: http://www.awhonn.org/
Coalition for Nurses in Advanced Practice: http://www.cnaptexas.org
Institute of Medicine Report: The Future of Nursing: Leading Change, Advancing Health
http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx
Monthly Prescribing Reference: http://www.prescribingreference.com/
National Association of Pediatric Nurse Practitioners: http://www.napnap.org/index_home.cfm
National Conference of Gerontological Nurse Practitioners: http://www.ncgnp.org/index.cfm
NP Central: http://www.npcentral.net/
Nurse Practitioner/Advanced Practice Network: http://www.icn-apnetwork.org
Texas Nurse Practitioners: http://www.texasnp.org
Up to date: http://www.uptodate.com
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Other Online Resources:
Agency for Healthcare Research and Quality
Clinical Practice Guidelines
Cochrane Evidence Database
Family Practice Notebook
General Practice On-Line
Merck Medicus
National Committee for Quality Assurance
National Guideline Clearinghouse
National Institutes of Health
National Library of Medicine
Office of Disease Prevention and Health Promotion
World Health Organization Health Promotion Website
Teaching/Learning Methods:
Teaching and learning methods will include independent reading and writing assignments, student presentations,
discussions, and supervised clinical assignments in agencies. Students may enhance learning through individual study,
active and consistent participation in clinical activities, informal discussion of course-related topics, and application of
critical thinking concepts. Accomplishment of the course objectives is dependent upon the self-direction of the student in
identifying own learning needs, establishing personal learning objectives, and interacting with faculty and clinical
preceptor for advice and guidance in meeting objectives.
Attendance:
Clinical: Clinical laboratory experiences are to provide the student with opportunities to integrate advanced nursing
practice with concepts, theories, and strategies for health care. Completion of this course component will require 45
clinical hours (no more that 8 hrs/day) under the guidance of at least 2 master’s prepared nurse practitioner from the list of
Current Affiliation sites found under the Blackboard-FORMS-TAB). STUDENTS ARE NOT PERMITTED TO
COMPLETE THEIR CLINICALS IN THEIR AREA OF EMPLOYMENT. Clinical arrangements can be made
by the student after consultation with the course coordinator. The student will focus on the role of the nurse
practitioner while participating in healthcare activities. A clinical assignment will be completed as part of the clinical
grade (see Clinical Assignment)
Students will submit the signed Student/Preceptor Agreement (scanned) and Mandatory Weekly Time/Report
(electronic-Word document) found at the end of this syllabus (or on Blackboard-FORMS-TAB) and are expected to
attend all scheduled clinicals. In an event of an absence, it is imperative that the student contact their preceptor and the
course coordinator prior to the assigned clinical time. Activities missed in the event of an absence will be made up at the
instructor’s discretion.
Clinical Laboratory Attire: A white lab coat over business attire (shirt & tie for the males) is required for all labs located
outside of the Health Sciences Building. A name badge must be worn on the lab coat. Name badges for the MSN Program
are white with black lettering in the following format:
Name, R.N.
UTRGV MSN Student
Clinical Assignment:
The purpose of the clinical assignment is to provide documentation of each clinical experience reflective of meeting
course objectives.
Part I of the clinical log will describe identification and evaluation of the roles provided by the nurse practitioner in
providing patient care and in other tasks performed. The roles to be described are those of provider, consultant, educator,
administrator, and researcher.
Part II of the clinical log will describe the nurse practitioner role that you performed. You will document your selfevaluation
of these roles. In addition, you will identify how you could implement any of the nurse practitioner roles in the
setting that was assigned.
Part III will be completed in the clinical setting.
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Class: Since this is an online course, in order to meet the course objectives, students are expected to complete the weekly
reading assignments/course PowerPoint presentation found in the Course Calendar of the syllabus. There will be five
assignments along with weekly quizzes that can be completed based on the Required Reading content and Online
Resources. All the assignments & quizzes (except the Personal Portfolio & Original Student/Preceptor Agreement and
Mandatory Weekly Time/Report) will have an assigned Drop Box/Link that will close at 12pm of the due date (See
specific Grading Criteria for each assignment). Late or missed assignments will not be accepted.
Calendar of Activities
The UTRGV academic calendar can be found at http://my.utrgv.edu at the bottom of the screen, prior to login.
Some important dates for Summer 2016 include:
June 6 Summer I and Summer III Terms Begins
July 1 Last day to drop a summer I course; will count toward the 6-drop rule
July 4 4th of July Holiday – No classes
July 12 Summer I Final Exams
July 14 Summer II Term Begins
July 29 Last day to drop a summer III course; will count toward the 6-drop rule
August 9 Last day to drop a summer II course; will count toward the 6-drop rule
August 19 Summer II and Summer III Final Exams
STUDENTS WITH DISABILITIES:
If you have a documented disability (physical, psychological, learning, or other disability which affects your
academic performance) and would like to receive academic accommodations, please inform your instructor and
contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you
schedule an appointment with Student Accessibility Services before classes start. However, accommodations can
be provided at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129
and can be contacted by phone at (956) 882-7374 (Voice) or via email at accessibility@utrgv.edu. Edinburg
Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956)
665-7005 (Voice), (956) 665-3840 (Fax), or via email at accessibility@utrgv.edu.
MANDATORY COURSE EVALUATION PERIOD:
Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account
(http://my.utrgv.edu); you will be contacted through email with further instructions. Students who complete their
evaluations will have priority access to their grades. Online evaluations will be available:
July 3 – July 12, 2016 for the summer I term
August 10 – August 19, 2016 for the summer II term
August 3 – August 19, 2016 for the summer III term
SCHOLASTIC INTEGRITY:
As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who
engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the
course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism,
and collusion; submission for credit of any work or materials that are attributable in whole or in part to another
person; taking an examination for another person; any act designed to give unfair advantage to a student; or the
attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the
University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and
UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students.
SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE:
In accordance with UT System regulations, your instructor is a “responsible employee” for reporting purposes
under Title IX regulations and so must report any instance, occurring during a student’s time in college, of sexual
assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware
during this course through writing, discussion, or personal disclosure. More information can be found at
www.utrgv.edu/equity, including confidential resources available on campus. The faculty and staff of UTRGV
actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and
mutual respect in an environment free from sexual misconduct and discrimination.
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COURSE DROPS:
According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official
drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students
considering dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so they can recognize
how dropped classes may affect their academic success. The 6-drop rule refers to Texas law that dictates that
undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped
at other Texas public higher education institutions will count toward the six-course drop limit. The 3-peat rule
refers to additional fees charged to students who take the same class for the third time.
Clinical Etiquette:
Cellular phones and beepers that make audible noise will not be allowed in clinical; failure to do so may cause the student
to fail.
GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS
1. All assignments/papers are expected on due dates unless otherwise approved by the course coordinator. Failure to do so
will result in a grade of ZERO.
2. Use The Publication Manual of the American Psychological Association (latest edition) for citation of references and
formatting of paper.
3. Follow specific instructions for page length and format of the paper.
4. Please number papers consecutively, (except for title page). Use APA format for the title page and for subsequent
paragraph headings.
5. Use 12 font size and Times Roman.
6. Please proofread grammar, sentence structure, spelling and punctuation. Follow standard guidelines for abbreviations.
7. Please review APA Manual for specifics on plagiarism. There will be no exceptions for academic dishonesty
8. Submit your papers in a Word document titled:
Last name, initial and name of assignment (ex. CantuYLearningTeam); (CantuYLearningTeamPPP), etc.
***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the
assignment.
Note:
THE CLINICAL PRECEPTOR REQUEST, FORMS AND ALL WEEKLY TIMED REPORTS NEED TO BE SENT
ELECTRONICALLY 1 WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.
The Student/Preceptor Agreement with signature can be scanned and sent via Blackboard email prior to the
scheduled day of clinical, the originals can be hand delivered to the nursing office by the Clinical Assignment due
date and time (see Course Calendar)
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LEARNING TEAM POWERPOINT PRESENTATION & PAPER
Students will self-assign themselves (2/team) to complete this assignment. The two students will select an issue from the
list below, relevant to the practice and role of the NP and present (via Tegrity) a conceptual analysis of this issue to your
peers. The Team number (#) and topic will be assigned as received via Blackboard email. I will have a student list of
names/numbers/topics by the end of the first week to post. The Discussion Board post will follow each Team # and
topic. Students have two weeks to individually access ALL of the Tegrity presentations and comment/participate as they
relate to the content of each topic (see Discussion Board & Course Participation Grading Criteria).
Each group will send their reference page of resources/handouts to ALL students via Blackboard (and an electronic
copy of ALL articles/references used in the presentation to the professor) 1 week prior to the presentation (by
6/24/16, 12pm).
The Learning Team Presentation includes a PowerPoint Tegrity presentation along with a 5-7-page (Word document)
scholarly paper (not including the title or reference page). A group grade will be given to each of the two participants.
Please follow the criteria and deadline for each of the assignments. This assignment will have an assigned Drop Box that
will close at 12pm of the due date (7/1/16). Late or missed assignments will not be accepted.
The selection of topic and student partner should be sent to the instructor and students via Blackboard. Topics will
be approved on a first-come-first-serve base. If a student has an additional area of interest for this assignment, it must be
approved by the instructor.
– Role of the NP in Hospice Care
– Role of the NP in Occupational Health
– Role of the NP in policy-making
– Role of the NP in Correctional Health
– Role of the NP in Nurse-Managed Centers
– Role of the NP in an Acute Care setting
– Role of the NP in a Hospitalist setting
– The NP’s Credentialing Process-using LACE
– The Affordable Care Act of 2010 and the role of the NP
– The NP Scope of Practice-Texas verses Nationally
– Current US Health Care System & the NP role
– The US Preventive Service Task Force & the NP role
– The US Disease Management Programs & the NP role
– Information Technology in Health Care & the NP role
– Clinical Practice Guidelines & the NP role
– Peer Review/ Quality Assurance & the NP role
– Barriers to Practice in Texas & the NP role
– Medicare Documentation &Reimbursement Issues (Incident to) & the NP role
– Medicare Documentation Guidelines as they relate to Quality & Cost in Health Care & the NP role
– Evaluation of Practice Effectiveness & the NP role
Learning Team Presentation-Grading Criteria Points
Possible
Points
Earned
1. Description of the issue (background; current status, current policy, local, state, or federal
agencies that regulate or enforce practice, etc.)
20
2. Analysis of the issue (effect on the NP role, health care, patient outcomes, etc) 25
3. Significance of the issue (future concerns, local effect, potential for research opportunities,
etc.)
20
4. PowerPoint presentation professional (not read) & succinct
Oral presentation LIMITED to 30 minutes total
20
5. Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6
LIMITED to 30 minutes total 15
TOTAL 100
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DISCUSSION BOARD & COURSE PARTICIPATION
Class participation is reflected in comments and discussions posted on Blackboard Class Discussions TAB. The
Discussion Board & Course Participation grade will require each student to listen to ALL the other Tegrity group
recordings/presentations and comment on the topic/issue as it relates to their view of the NP role/issue. Anyone of the
students may start a discussion thread if they so choose to do so. PLEASE follow the Team # and topic for each
comment. The commentaries need substance and perception and should stimulate thought, discussion and include a
position or idea that may not be covered in the original post. The student’s own comments (NOT COPIED OR
QUOTED) should be between 200-300 words, and include at least one reference from either the Required Readings or
the Online Resources provided in this syllabus. The student will have two weeks to access and comment on the
Discussion Board- TAB after the Tegrity presentations have been completed.
Class Discussion Board & Course Participation Grading Criteria***
Possible
Points
Earned
Points
1. Perceptiveness of comments on the selected NP issues 25
2. Comments are relevant, & intellectual fostering an ongoing discussion 25
3. Student can bring in a different perspective, may or may not agree with the
outcome of the issues, have a different application, etc. 25
4. Comments are submitted by the deadline of 2 wks
Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6
At least 200-300 words—STUDENT’S OWN WORDS
25
TOTAL 100
***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given
for the assignment.
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EVIDENCE-BASED PRACTICE PROTOCOL DEVELOPMENT
Clinical practice guidelines are recommendations for practice developed by experts in their field based on available
evidence. The development of these clinical guidelines was stimulated by awareness of the limited use of research in
practice, large variations in practice, the need to prevent significant rates of inappropriate care and to achieve positive
health outcomes at the lowest possible cost. These are chief complaints which the nurse practitioner could encounter in a
common practice setting.
Students will self-assign themselves (2/Team) to complete this assignment. Once the 12-14 teams have been determined
and sent via email to the course coordinator, one of these chief complaints will be chronologically assigned to the team.
This assignment will be in chronological order following the list below.
The students will write a 2-3 page paper describing the chief complaint definition, incidence (as it relates to the
lifespan), pathophysiology, and the presenting symptoms. A written SOAP note for the presenting symptom, along with
an algorithm (using some of your textbooks and online resources such as The National Guideline Clearinghouse,
Clinical Practice Guidelines, Family Practice Notebook, Merck Medicus or Up-to-Date, etc) will be formulated.. Given
the chief complaint, you may follow your algorithm and select the three most probable diagnoses. You need to work up
your # 1 diagnosis only. A reference page and a copy of any articles you use must be included and turned in via
Blackboard DROP BOX (see EBP Protocol Grading Criteria below). A group grade will be assigned.
1. Abdominal pain in an adolescent male
2. Acute abdominal pain in a 16-year-old female
3. Acute dysphagia in a 4-year-old
4. Breast pain in 45-year-old female
5. Diarrhea in a 3-yer-old child
6. Hematuria in a 5-year-old female
7. Otorrhea in an adult
8. Backache in a 35-year-old male
9. Backache in a 75-year-old female
10. Acute cough in a 10-month old
11. Chronic cough in a 40-year-old
12. Headache in a 32-year-old female
13. Headache in a 35-year-old male
14. Secondary amenorrhea in a 14-year-old
15. Chronic skin rash in an 8-year-old
Evidence-Based Practice Protocol Development Grading Criteria*** Points
Possible
Points
Earned
1. Chief complaint defined; incidence, pathophysiology & presenting symptoms appropriate
taking into account the lifespan considerations. 20
2. Subjective and objective diagnostic points are clearly defined as to how the diagnosis was
deduced. Include at least 3 differential diagnosis for the presenting symptom
20
3. Specific treatment options are defined including EBP guidelines 20
4. Further assessment, referrals, medications, and treatment are delineated, as appropriate. 10
5. Client education and instructions are included. Appropriate follow-up is identified 5
6. The protocol is written in a 2-3 page SOAP format paper (not including the cover, reference
pages or algorithm)
10
7. References reflect appropriate review of the literature for the condition.
Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6
Limit to 2-3 pages (not including the cover, reference page & algorithm
15
TOTAL 100
***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given
for the assignment.
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PROFESSIONAL PORTFOLIO GUIDELINES
The personal portfolio is designed to prepare the student for negotiation of advance practice nurse employment. It should
be a collection of the NP’s education, training and experience documentation. See page 44-46 in Buppert’s or 771-780
DeNisco’s textbooks for more information. This will be returned to you (with corrections) for your use after
graduation. Each student will prepare a PROFESSIONAL portfolio (please do not use a plain binder) to include the
following:
I. Content
1. Cover Letter (including current professional photo)
2. Resume (Include YOUR application to APRN philosophy, career objectives/goals, etc.)
3. Job Description (Performance Appraisal, Technical Skills, special interest or abilities)
4. Brochures or copy web page from previous practices (optional)
5. Any articles written about yourself, newspaper, etc
6. Testimonials or letters of appreciation from employers/ patients
7. Letters of recommendation, from former employers or coworkers
II. Applications and Forms (all completed fictitiously)
1. BNE Application
2. ANCC Application
3. Medicare/Medicaid/NPI/DEA Application
4. Physician Collaboration Agreement (use your textbooks or internet resources provided in this Course
Syllabus)
5. Copy of Transcripts
6. Copy of all licenses, certifications & liability insurance mentioned in your vitae
See PORTFOLIO GUIDELINES & GRADING CRITERIA.
Professional Portfolio Grading Criteria*** Points
Possible
Points
Earned
1. Cover Letter/Resume 25
2. Professional Objectives/Goals-specific to the job application/description.
Include any example of previous job performances, letters, etc.
20
3. Filled Applications/Forms 10
4. Collaboration Agreement 10
5. Supporting Documentation/copies 20
6. References;
Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS
******PROFESSIONAL format/portfolio & presentation
15
TOTAL 100
***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given
for the assignment.
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CLINICAL ASSIGNMENT
(use your textbooks, suggested online resources and/or clinical preceptor for this content)
Part I
Describe and evaluate the NP’s preceptor roles observed.
1. Provider
2. Consultant
3. Educator
4. Administrator
5. Researcher
Part II
1. Describe the NP role that you performed.
2. Describe your own self-evaluation of these roles.
3. Identify the NP roles that could be implemented in the setting assigned.
4. Describe the NP’s Family Theory assessments and applications of family interventions.
Part III
1. Critique the clinical encounter form used in the clinical site.
2. Describe contents of the following clinical/reference books used for billing and how they relate to the
practice of the NP
a. CPT Book
b. ICD-10 Book
c. HCPCS Book
4. Describe the clinics Medicare compliance plan and how it relates to the practice of the NP.
5. Describe the HIPPAA Regulations used at your clinic practice site(s)
6. Evaluate documentation, adequacy for billing at level
a. 99212
b. 99214
7. Describe modifiers to be used by NPs in billing and give an example of one.
8. Identify and describe counseling and consultation codes and give an example of one that your preceptor used in
the clinical site.
Clinical Assignment Grading Criteria*** Possible
Points
Earned
Points
Part I Description of the NP Roles 25
Part II Description of Student’s Role as NP & Self Evaluations 20
Part III Questions 1-8 above 25
Forms (Weekly Schedules) signed by NP Preceptor & submitted by deadline-ONE WEEK
PRIOR TO SCHEDULED CLINICAL-Totaling 45 hours
Original forms submitted
Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6
30
TOTAL 100
***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given
for the assignment.
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NURS 6247 COURSE CALENDAR SUMMER 2016
Week Date Topic Assignments/Activities
#1
6/6/2016
to
6/10/2016
Introduction to
Course
Clinical
Sites/Assignments
Listen/View Lecture-Introduction & Course Description on
Tegrity
Readings:
–Buppert Ch 1-2, 14
–DeNisco Ch 1-4
Select clinical preceptor and send the CLINICAL PRECEPTOR
REQUEST (electronically- in a Word document) form (found on
Blackboard under the FORMS-tab) to professor by 6/10/16,
12pm
SELF assign team (2/team) selection for assignments:
–Learning Team Presentation
–EBP Protocol
***Topics will be assigned on a first-come-first-serve bases, as each
Team (2) respond via Blackboard email.
#2
6/13/16
to
6/17/16 Clinical
Sites/Assignments
Readings:
–Buppert Ch 3, 7
— DeNisco Ch 5-6, 12-13
*7 weeks to complete 45 hours of clinical at your designated approved
area- ALL WEEKLY TIMED REPORTS NEED TO BE SENT
ELECTRONICALLY 1 WEEK PRIOR TO SCHEDULED
CLINICAL–IN A WORD DOCUMENT FORMAT.
#3
6/20/16
to
6/24/16
Clinical
Sites/Assignments
***REMINDER
Reading:
–Buppert Ch 4-7
— DeNisco Ch 7-11, 14-17
*6 weeks to complete 45 hours of clinical at your designated approved
area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO
SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.
***Reference page of resources/handouts to ALL students via
Blackboard (and an electronic copy of ALL articles/references used
in the presentation to the professor) 1 week prior to the presentation,
by 6/26/16, 12pm.
#4
6/27/16
to
7/01/16
Clinical
Sites/Assignments
Student Presentations
Readings:
–Buppert Ch 12, 13, 16, 17
— DeNisco Ch 18-22
*5 weeks left to complete 45 hours of clinical at your designated
approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK
PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT
FORMAT.
Tegrity recording of your Learning Team Presentation due along
with attachments of the scholarly paper, PowerPoint
presentation and an electronic copy of ALL articles/references
used in the presentation to professor’s Drop Box by 7/01/16,
12pm.
13
#5
7/04/16
to
7/08/16
Clinical
Sites/Assignments
EBP Protocol &
Clinical Guidelines
Readings:
–Buppert Ch 9-11
— DeNisco Ch 23-25
*4 weeks left to complete 45 hours of clinical at your designated
approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK
PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT
FORMAT.
EBP Protocol Development due along with any copies of
articles/journals used to professor’s Drop Box by 7/8/16, 12pm
#6
7/11/16
to
7/15/16
Clinical
Sites/Assignments
Discussion Board
Participation
Readings:
–Buppert Ch 8, 15
— DeNisco Ch 26-27
*3 weeks left to complete 45 hours of clinical at your designated
approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK
PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT
FORMAT.
Discussion Board Participation closes by 7/15/16, 12pm
#7
7/18/16
to
7/22/16
Clinical
Sites/Assignments
Professional
Development of the
NP Role
Readings:
–Buppert Ch 2, 16-17
— DeNisco Ch 28-30
*2 weeks left to complete
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